Class
Article
Department
Psychology Department
Faculty Mentor
Lori Roggman
Presentation Type
Poster Presentation
Abstract
Parenting language experiences are crucial for children’s development and understanding. Language development context is very complex, especially for families that speak English as a second language and do not have the resources to influence children’s development. Being bilingual could bring a lot of benefits to children's development if the right supports are available for families. However, if resources are not available for families who are affected by low-income status it will be difficult for children to reach their potential. The aim of this project is to determine the effect of early developmental parenting, on later language development in low-income families that speak English as a second language. Extant data from the Early Head Start Research and Evaluation Project (EHSREP) were used for this project. A subsample of 171 children were from families whose primary language was not English. Early supportive parenting behaviors were measured and collected in three waves, at 14, 24, and 36 months using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013). Trained and reliable researchers watched ten-minute play interactions video-recordings for 29 specific parenting behaviors across four scales. Scores across infancy were averaged to create an average early parenting score. Language skills were measured when children were in 5th grade using the Peabody Picture Vocabulary Test (Dunn & Dunn, 1997) standard score, which measures children’s knowledge of the meaning of spoken words (Dunn & Dunn, 1997). The PPVT results indicate that early parenting practices in infancy are positively associated with better language skills in 5th grade, r = .28, p = .001. Many families seek support for children’s early development, it is difficult for low-income families to receive the adequate support. EHSREP provides evidence-based observational measures of parenting guidance to support children’s early language development in an English and non-English household. Presentation Time: Thursday, 2-3 p.m.
Location
Logan, UT
Start Date
4-12-2021 12:00 AM
Included in
Effects of Early Developmental Parenting on Later Child Language Development in Low-Income Families That Speak English as a Second Language
Logan, UT
Parenting language experiences are crucial for children’s development and understanding. Language development context is very complex, especially for families that speak English as a second language and do not have the resources to influence children’s development. Being bilingual could bring a lot of benefits to children's development if the right supports are available for families. However, if resources are not available for families who are affected by low-income status it will be difficult for children to reach their potential. The aim of this project is to determine the effect of early developmental parenting, on later language development in low-income families that speak English as a second language. Extant data from the Early Head Start Research and Evaluation Project (EHSREP) were used for this project. A subsample of 171 children were from families whose primary language was not English. Early supportive parenting behaviors were measured and collected in three waves, at 14, 24, and 36 months using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013). Trained and reliable researchers watched ten-minute play interactions video-recordings for 29 specific parenting behaviors across four scales. Scores across infancy were averaged to create an average early parenting score. Language skills were measured when children were in 5th grade using the Peabody Picture Vocabulary Test (Dunn & Dunn, 1997) standard score, which measures children’s knowledge of the meaning of spoken words (Dunn & Dunn, 1997). The PPVT results indicate that early parenting practices in infancy are positively associated with better language skills in 5th grade, r = .28, p = .001. Many families seek support for children’s early development, it is difficult for low-income families to receive the adequate support. EHSREP provides evidence-based observational measures of parenting guidance to support children’s early language development in an English and non-English household. Presentation Time: Thursday, 2-3 p.m.